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To show how companies that address gender diversity issues as business issues, not just as human resources issues, will reap rewards both inside and outside the company. Also, to show how business schools can make a significant contribution toward the understanding of diversity as a business issue.

First, women's corporate managerial roles are examined: the economic and social reasons to focus on gender diversity and the costs of companies’ failure to address diversity issues, specifically, turnover and retention. Next, women's roles as consumers are studied. Finally, women's roles as business students are looked at, specifically, the negative stereotypes reinforced in business school and carried into the workplace. The study concludes with examples of programs developed by Avon Products and Deloitte and Touche, LLP, to address diversity issues.

Provides statistics on women's workforce participation, costs of corporate turnover, women's earned college and graduate degrees. Identifies the key barriers to female career advancement; discusses the role of female consumers and business owners; provides company examples and case studies that illustrate the successful integration of women into academic and corporate life.

Only Stanford and Harvard Business school cases are looked at, although the latter is the largest producer of case studies used in business schools. One of the two longer corporate examples discusses diversity strategies in Avon Mexico which may limit its relevance to other US companies.

Good source for bibliography on corporate and academic diversity. Particularly useful for corporate human resources professionals and women about to enter business school or start their first corporate job. Also useful for researchers/academics writing business school case studies.

Presents a strong case for the retention and development of corporate women as well as the need for business school cases to model behavior and modify negative attitudes toward women in business.

In this chapter, I analyze universities’ present context of commodification by suggesting a typology of market universities based on Levín’s three types of capital enterprises: the simple purpose, technological, and enhanced universities. The simple purpose university mainly commodifies teaching. On the contrary, the technological and enhanced universities, even if they may also commodify teaching, are focused on the commodification of research. The main difference between the technological and the enhanced universities is the capacity of the latter to enjoy the profits of its commodified research activity, while the former exchanges research results and sells its research capacity in a subordinated way, losing (at least part of) those benefits. These three proposed types also differ regarding financial autonomy and academic freedom.

We study the performance attributes of an international production form that is designed for success in an increasingly global marketplace‐global product design and development. We find that firms elicit higher returns from their global product development when they compete in strategic complements than when they compete in strategic substitutes. These firms are most likely to compete in strategic complements if they have higher free cash flows, but are most likely to compete in strategic substitutes if they are more dominant in their industry. Importantly, global product development reduces cost largely via variable cost reduction. Moreover, we find that global product development contributes to the firm’s growth potential when pursued in conjunction with high multinationalism, aggressive competitive strategy, and high cost saving.

Over the past several decades, there has been a growth in nonstandard professional work. One area where this can be seen is the academy, where tenure-track positions are being replaced by non-tenure-track (NTT) positions such as adjuncts and lecturers. Studies of nonstandard professional workers have found significant variation in job satisfaction, and this is also true for NTT faculty. Why is job satisfaction among NTT faculty so variable, and how can we understand it? Drawing on in-depth interviews with one hundred NTT faculty at two large public research universities, the author argues that NTT faculty vary in two important ways: the role of the income from their NTT job in their family and their pathway to the NTT position. The author develops a typology of NTT faculty based on these two dimensions and argues that these two dimensions intersect in important ways that affect the job satisfaction and job experiences of NTT faculty. The only group of NTT faculty that experiences high job satisfaction are those who prefer a NTT position over a tenure-track one, and who do not rely on the income from this job as the primary source of income for their family. This research has implications for understanding the job satisfaction of other nonstandard professional workers, who may vary in similar ways.

The author argues that contemporary college culture is predicated on hedonism indicated by a use of predominantly social time in which parties, alcohol, casual sex, and lax academics pervade students' experiences. Coincident with this culture, however, is a deleterious pattern among students that has developed dramatically: their compromised mental health. The situation presents an apparent paradox: why are many students suffering when enveloped by fun? This chapter draws a connection between fun and suffering by treating each as conditions that spring from the sociohistorical context that situates institutions of higher education. In so doing, a theory is set forth to explain why despair is rendered applicable and how it is institutionally installed in the minds of modern-day college students.

Increasing industry interest in visual artists and commercial brand collaborations has heightened the need for research on exactly how visual art can add meaning to brands in ways that enhance brand value to existing consumers and potentially reach new consumers. Consumers are known to select brands on the basis of how well these brands reflect their own personalities. The purpose of this research is to understand whether brand alliances with artists exhibiting distinct personalities can make brands more attractive to consumers whose personalities do not currently match the brand.

Two experiments are used to examine the impact of artists’ personality (in)congruence on consumers’ perceptions of the brand and purchase intentions of the brand’s products.

The results show that consumers whose personalities do not match the brand’s current personality are likely to alter their view of a brand when the brand partners with an artist whose personality matches with that of the consumers’. This happens without negatively affecting the brand personality perceptions of current consumers who already identify with the brand.

When seeking to attract a new target segment, brands can ally with visual artists who convey a personality that matches that of the new target segment.

This paper adds to a nascent literature on the power of artist–brand alliances, and demonstrates that these partnerships need not only be between artists and brands with consistent personalities but can also effectively be used to target new consumers.

This chapter explores two comparative longitudinal cases studies involving policy entrepreneurs inside and outside government in Taiwan. From 2003 to 2007, the Ministry of Education (MOE) in Taiwan played the conventional role of policy entrepreneur to initiate the “University Corporation Project.” Through this project, the MOE sought to transform all national universities in Taiwan into independent entities, gaining them more autonomy and increasing their accountability as well. From 2008 to 2014, as a policy entrepreneur outside the government, National Cheng Kung University (NCKU) took the lead and proposed the “University Autonomous Governance Project.” This project sought an alternative solution based on public universities’ needs to improve university autonomy and accountability.

The method undertaken in this study includes document analysis and participants’ observation. First, both policy entrepreneurs adopted the strategy of power sharing, but the effectiveness of the strategy is determined by the interaction between policy entrepreneurs and stakeholders. Moreover, facing a multiple-principals condition in both cases, both policy entrepreneurs should negotiated with or compete with other potential agenda competitors. Those findings will be a detailed roadmap for policy makers in East Asia once they plan to initiate policy entrepreneurship in their countries.

Many instances of maladaptive behaviors are due at least in part to a lack of social skills. Although there are effective interventions for teaching social skills, generalization of trained social skills remains a challenge. One promising way to enhance generalization may be to use functional behavior assessments to select social skills to teach that can meet individuals’ specific needs. This chapter describes a process for embedding function-based support into social skills interventions that may generalize to untrained settings. The chapter concludes with a case study demonstrating generalization of positive peer interaction from recess to a classroom setting for a grade two student. Results indicated that the student’s behavior during recess and during classroom instruction both changed upon implementation of the recess intervention, and these behaviors maintained over three months after the intervention was withdrawn.